Culture, diversity, social justice, and equity are some of the areas in contemporary society that have numerous challenges. Out of all these problems, the digital divide is the most important one, whereby there is not equal access to information and communication technology (Adams et al., 2022). The origin of this issue is both long and complex, starting from social structures to technological changes. A multicultural viewpoint should be included while examining how this issue impacts oppressed people in today’s society.
Part One: The Digital Divide and Multicultural Perspective
Brief History and Relevance Today
The evolution of the digital divide has happened alongside technological development, which has resulted in a division concerning information and access to opportunities. Initially, it was simply a matter of haves and have-nots, where the richer neighborhoods had more computers and internet access. However, eventually, it was the problem of socio-economic, cultural, and geographic factors. The digital divide then moved from mere hardware or internet connectivity to involve technical competency resulting from technological advancement. The issue of computer literacy has resulted in an access and use gap. For example, as for worker employment quality, education standards, and democratic participation in society, we need to recognize that this shift in emphasis shows that the digital divide is a structural inequality (Mihelj et al., 2019). This means that it is not just about the absence of devices or internet networks but also various skills in computer literacy, technical knowledge, and skills, as well as individual/collective empowerment through ICTs.
Marginalized Populations Affected
The digital divide directly affects two disadvantaged groups: low-income urban households and rural communities. In the countryside, people cannot access high-speed internet connections and other technical equipment because they lack infrastructure and resources. Village life, for example, is characterized by poor Internet connectivity and antiquated technology. In cities, however, low-income households suffer the cost of computers and fast internet services. This only deepens social and economic gaps. Inequality is perpetuated by cultural and linguistic diversity in the digital divide. It is also hard to access and understand online content when there is a language barrier. It may be difficult to incorporate cultural nuances or respond to different learning styles through mainstream digital education initiatives, which further disadvantages certain communities (Rodriguez & Morrison, 2019). Indigenous populations such as Native Americans face distinct aspects of the digital divide that others do not have to contend with.
Part Two: Analysis of Factors Relevant to Culture, Diversity, Social Justice, and Equity
Culture
Culture significantly influences the digital divide as it shapes individuals’ attitudes toward technology. Cultural norms and values can influence the adoption of digital tools, either hindering or facilitating the process. The reason some communities do not need to embraceology is cultural variation and privacy issues. To bridge the digital divide, one must engage with culturally sensitive approaches that acknowledge different perspectives on technology. Cultural diversity also includes language diversity, an important aspect of the digital divide. Language barrier in digital materials, which often leads to confusion for people of different cultures, has made it impossible or difficult for those who do not speak certain languages to access important information or make use of the virtual world where some are more common than others. In conclusion, there is a need to have the most relevant cultural content and multiple languages provided in order to address these challenges.
Diversity
The digital divide is mainly a result of age, gender, and ethnic diversity. Age is an important determinant in the use of digital literacy among different generations. Gender inequality makes the gap in technology more visible. To overcome this challenge, there is a need to acknowledge that people have diverse requirements and experiences. Ethnicity and race can make people be either included or excluded from the digital world, hence contributing to their digital divide. They may suffer from discrimination based on where they live that blocks them out of technological or educational opportunities, particularly for minority groups.
These communities are unfairly discriminated against in such a way that algorithms and platforms are working against them. Consequently, the only solution to overcoming this digital gap is to know how technology serves different ethnic or racial groups (Mihelj et al., 2019). Thus, disabled people have a disability as represented by the digital space itself. Hence, digitally available information is not easily accessible or used by persons with disabilities. This means that, unlike others, disabled persons cannot get online services due to websites, apps, or devices lacking accessibility features for them.
Social Justice and Equity
The issue of social justice and equality is centered on the resolution of the digital divide. The marginalized communities in society must be given a chance to benefit from technology through policies and initiatives. When systemic inequities are addressed, policies transformed, and digital inclusion campaigns engaged for all, regardless of their background, only then does the bridge become accessible (Fang et al., 2019). With equal opportunities for education, jobs, and e-governance, it is possible to have a just society. Such technological bias can only be removed when the digital sphere is socially just. These algorithmic biases, concerns over data privacy, and unevenness in the tech sectors all result in existing socio-economic disparities.
Part III: Applying Psychology Theory to the Digital Divide and Marginalized Populations
Introduction to Psychological Theory
It takes much work to address the digital gap, especially for underrepresented communities. We can understand individuals’ interaction with and reaction to technology using psychological theories. One of these theories is Albert Bandura’s Social Cognitive Theory (SCT). SCT explains the link between social behavior learning and behavioral, cognitive, and environmental factors (Gümüş et al., 2021). In other words, it seeks to explain how people in marginalized societies view and use digital technologies.
Social Cognitive Theory and Digital Divide
According to social cognitive theory, people gain knowledge by observing others and the outcomes of their actions. The concept can be used to explain why there are unequal digital literacy and skills across the digital divide because people in these situations lack opportunities to watch others. For example, a possibility might only exist for people in marginalized communities, such as rural dwellers and urban low-income families, with a technologically literate person among them who can serve as a role model (Fang et al., 2019). It is so because marginalized groups have no such individuals; hence, these people cannot learn by observing them within their context, like those from low-income families or remote areas without an internet connection.
Cultural Influences on Learning and Technology Adoption
The social cognitive theory brings out the importance of culture in influencing learning practices. The norms vary from one society to the other, but they all have the same purpose of keeping people attached to the digital world. This applies to the digital divide, where cultural predispositions and concerns can either hinder or facilitate technology adoption (Rodriguez & Morrison, 2019). For example, privacy concerns or a preference for traditional methods may result in doubt or reluctance in some cultures to adopt digital technologies
Observational Learning and Language Barriers
In such a culturally diverse population, Social Cognitive Theory’s observational learning site is very appropriate in relation to language barriers. Fang et al. (2019) demonstrate that digital learning and language are two interwoven aspects of culture that make it difficult for people to understand digital content. The use of some languages on the internet limits non-native English speakers’ observational learning chances. SCT suggests that addressing this problem would improve learning experiences in various populations where relevant, multilingual digital content should be developed as a countermeasure.
Addressing Systemic Inequalities and Social Justice
It aligns with the systemic nature of the digital divide that Social Cognitive Theory emphasizes reciprocal determinism in which personal, behavioral, and environmental factors continuously interact. In order to apply Social Cognitive Theory to social justice as well as equity, it should address not only individual behavioral change but also attitudinal and environmental considerations (Choudrie et al., 2022). This may entail removing discriminatory behaviors from technology, advocating for governmental changes, and developing comprehensive digital platforms and learning tools.
Empowerment through Observational Learning
A social cognitive theory should be employed for initiatives aiming at filling the digital divide between the marginalized population and the privileged ones through providing opportunities for social learning. Such societies can occur through mentorship programs, societal learning, or role model creation, among others (Adams et al., 2022). The potential of the Social Cognitive Theory in getting rid of barriers to the internet may arise from creating conducive atmospheres and allowing individuals to follow and copy good performers in this sphere.
In conclusion, the digital divide is not only a difficult challenge but also closely related to culture, diversity, social justice, and equity. At some point, this became a complex tangle due to sociocultural and geographical factors that historically produced this gap on the basis of economic disparities. The people who are locked out of the digital society are often marginalized ones in the society whose poverty levels deepen further as a result of their linguistic and cultural diversities. These cultural, diverse, and equity dimensions of the digital divide should be handled with great caution (Rodriguez & Morrison, 2019). For instance, applying social cognitive theory in studying these issues may help uncover psychological behaviors relating to technology among individuals. Therefore, the way forward is now to approach digital inclusion as something that enables rather than excludes technology as a means for uniting different people through our diverse backgrounds.
References
Adams, M., Bell, L. A., Goodman, D. J., Shlasko, D., Briggs, R. R., & Pacheco, R. (Eds.). (2022). Teaching for diversity and social justice. Taylor & Francis.
Choudrie, J., Zamani, E., & Obuekwe, C. (2022). Bridging the digital divide in ethnic minority older adults: an organizational qualitative study. Information Systems Frontiers, 24(4), 1355-1375.
Fang, M. L., Canham, S. L., Battersby, L., Sixsmith, J., Wada, M., & Sixsmith, A. (2019). Exploring privilege in the digital divide: implications for theory, policy, and practice. The Gerontologist, 59(1), e1-e15.
Gümüş, S., Arar, K., & Oplatka, I. (2021). Review of international research on school leadership for social justice, equity, and diversity. Journal of Educational Administration and History, 53(1), 81-99. https://sci-hub.et-fine.com/10.1080/00220620.2020.1862767
Mihelj, S., Leguina, A., & Downey, J. (2019). Culture is digital: Cultural participation, diversity, and the digital divide. New Media & Society, 21(7), 1465–1485. https://sci-hub.et-fine.com/10.1177/1461444818822816
Rodriguez, A. J., & Morrison, D. (2019). Expanding and enacting transformative meanings of equity, diversity, and social justice in science education. Cultural Studies of Science Education, 14, 265-281. https://sci-hub.et-fine.com/10.1007/s11422-019-09938-7
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